Creative Teaching & Learning

Would the real Vygotskii please stand up

For more than a couple of decades the name of Vygotskii has held the sort of totemic power in Anglo-American psychology and education once reserved for Piaget. Here, Andrew Sutton introduces the ‘revolutionary scientist’ whose work and intentions have not always been best served by those who invoke his name.

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      string(5641) "From dance crazes like the ‘Floss’ to films, songs and toys, there are a wide range of cultural experiences and interests students have that often seem disconnected from their classroom learning. As highlighted in this issue in ‘Why Pop Culture Needs to be a Part of STEM Education’ (p. 62), simple tweaks to subject content can make a significant difference in how students relate to a subject and get them emotionally invested in pushing forward to develop new skills. Although it can be overwhelming to think about where to start with pop references in the classroom and to come up with ideas that offer both enjoyment and depth of coverage, there are many resources available. In the following section, we’ve highlighted just a few of the available websites that are finding creative and innovative approaches to teaching subject material using popular culture. Many of these include lesson plans or videos that can be used in class, but others have online platforms that allow students to create videos or magazines, or engage directly with the material through quizzes or online assessment. It is clear that many teachers are finding in popular culture a way of keeping their own teaching fresh and ensuring students have a range of experiences in the classroom and we’re pleased to be able to share some of these ideas and approaches with you.Making Curriculum Pophttp://mcpopmb.ning.com/Making Curriculum Pop describes itself as “a resource sharing community for educators interested in better practices and teaching with pop culture”. It is a sharing hub with more than 7,000 members and groups that cover a wide range of interests and teaching ranges. The owner of the page, Ryan Goble, states that the site was set up because “it is hard for individual teachers to catch every cool website, video clip, song, study guide or comic but collectively MC POP is a forum where we can all share resources to reinvent our core curriculum and the larger dialogue on public education. So if you use popular and common cultures to reflect, refract, refocus and reinvent your core curriculum MC POP is the place for you.” Users can set up their own page and from there can connect to other teachers and any of the 87 listed groups. Group categories include subjects or levels as well as special interest topics like ‘Identity: Gender, Race, Sex, SES and Power’, ‘Graphic Novels and Comics’, ‘Adolescent Films’, ‘Making Music Pop’, etc. Members post all sorts of resources, including lesson plans, videos and articles, along with discussion threads and suggestions for primary sources. There is a ‘Week in Review’ section where top articles, links and threads are compiled, highlighting the main interests of the week. Members can post links to articles, videos and other web content and they can contribute to discussion threads and curate their own ‘playlists’ or write messages/content that would be of use for other teachers. For teachers interested in further pursuing the pop culture angle, the owners of the site have also published a book engaging with related teaching theory called Making Curriculum Pop: Developing Literacies that was published in 2015 by Free Spirit Pub.NuSkool – Real Life Learningwww.nuskool.comNuSkool is an entertainment learning platform that finds teachable moments in popular culture. Their aim is to help the audience find the hidden lessons in all aspects of entertainment. They see their job as showing the world that learning isn’t confined to a textbook and occurs both inside and outside the classroom, which is what they consider ‘real life learning’.NuSkool has a team of highly qualified educators, researchers and pop culture experts who produce videos, articles, standards aligned lesson plans, quizzes and other types of assessments. The lessons themselves can be accessed for free off the home page and include titles such as ‘X-Men: Are Mutants Already Among Us?’, which is a lesson on evolution and genetics, or ‘Will the Real Iron Man Please Stand Up?’, a Physics and English Language Arts lesson based on the public figures Elon Musk and Tony Stark. Other topics include Donald Trump, police brutality, Star Wars, prosthetic limbs, baseball, bullying, video games, and many others. The lessons include written aspects as well as videos and media content. Each one has a full lesson plan and assignment that the student can fill out on the website. The lessons and assignments are free, but the lesson plans are available via subscription. Subscription packages are affordable, ranging from $1.99 per day to $70 per year. Subscription access also includes access to assessments, quizzes and test prep exams, unlimited student accounts, the ability to create online classes and send lessons to students and the capacity to facilitate private group discussions with students on each post. This is an excellent resource for using pop culture in the classroom and is a great way to get new ideas for thinking about this approach to teaching. It’s OK to be Smart  https://www.youtube.com/itsokaytobesmartPBS Digital Studios has more than 50 original web series on offer that explore science, arts, culture and more. ‘It’s OK to be Smart’ is a YouTube channel that looks at science from unconventional perspectives, including through the lens of popular culture. 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Arts-Based Learning

Popular Culture Online

10 Oct 2018

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      string(5705) "A Tale of Three Schools“My teachers are exhausted from teaching virtually,” an administrator told me on a call. He explained that his staff were teaching all student sections live online, based on the schedule followed when everyone met in the building.Some students had un-muted mics while others looked like they are multitasking watching videos unrelated to the course topic. Teachers did not know how many of their students were paying attention. With six to seven periods, teachers and students were attending live online classes using mostly traditional teaching methods of lecture and teacher-led questions and answers.“No wonder the teachers were exhausted, they are working harder than the students,” I thought. And the students must also feel exhausted from sitting in front of a computer screen all day for traditional instruction.At a second school, a teacher team expressed frustration that students did not complete all assignments. Or, they did not turn in work on time. The tasks were worksheets and questions that focused on abstract concepts, without making any connection to applications in businesses or the workforce.They discovered that they needed to make two changes. First, build purpose and meaning to the assignments by showing connections to real world applications. Second, they needed to teach their students ways to better manage their classwork schedule.At another school, the administrator shared a different perspective. Her teachers met with their students in smaller groups, two to three times a week. Assignments were posted on their classroom platform. Tasks were a mix of traditional work and activities that were aligned to students’ interests or gave them choices for how to complete assignments.Teachers maintained virtual office hours for students to contact them for quick turnaround feedback. Teachers and students seemed to find a rhythm for teaching and learning experiences. Many of the schools who I encountered seeing successful virtual implementation shared similar approaches and practices as this final example.Launching a Successful Virtual JourneyVirtual instruction has some advantages that do not exist broadly in the brick and mortar setting. There is a wealth of digital tools that can raise engagement and give immediate support to what needs to be understood. Students have the freedom to choose where and when they want to do work, taking breaks without needing permission from others.Sitting at a desk for at least a quarter of the day can be exhausting and difficult to maintain focus. Adding the practice of waiting to be told what to do before doing anything, makes any school day seem longer than needed. Whereas in a virtual environment, students move around and sit or stand as they please. The tasks require that the students must take more of a lead in their learning, because no one is there to walk them through each step.An effective virtual learning environment is made up of two components: Real-Time Learning Experiences and Offline Leaning experiences. Each play an important role in engaging students in high quality learning. Both are necessary to meet the needs of all learners, who approach virtual learning with different levels of comfort and success.Real-Time (Live) Learning Experiences and SupportOne value of brick and mortar classrooms is that teachers and students interact in real-time. Interactions and responses are instantaneous. Feedback is immediate and timely. Rapport is built through these face-to-face meetings where expressions and tone play an integral part to the relationships built by teachers and students.This need is also important and possible during virtual sessions that are live. Real-time virtual learning experiences can replicate much of what needs to be communicated and supported. One exception may be classroom management of large groups of students, as expressions like the “teacher stare” is not so readily effective through a camera.However, these challenges can be addressed through the strengths that virtual sessions can provide. In many ways, what is presented below could be adapted to the brick and mortar experience. Such practices are what blended teaching and learning can successfully combine the strengths of both. Here are key considerations for supporting a strong and supportive real-time virtual learning environment.1. Real-time instruction should focus on active learner involvementMeeting with students for real-time should be more about learning experiences than overt teacher instruction. Whoever is the most active during a lesson is likely to be the most engaged in the lesson. 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Digital Learning

Growing Successful Virtual Learners Requires New Teaching Styles

25 Jun 2020

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      string(4255) "this effective feedforward visible and effective across subjects. Whoopsof delight could be heard in English classrooms across the country as students exclaim“It’s alright Miss, we get SOLO, we do it in History!”.24Vol 4.2School Leadership Todaywww.teachingtimes.comLeadingLearningThinkingSkills So how would you introduce SOLO Taxonomy toa class? Well, I would encourage the constructivistapproach of creating an opportunity for your studentsto ‘get it’ on their own. I used sets of five quotesand statements on subjects that are relevant to mystudents – The X Factor and Leeds United. I then askedstudents to place the statements on the SOLO stagesand explain and justify their decisions. Using a gridwith each stage simply explained, allowed the classto complete the task with minimal difficulty (this mayhave had something to do with the carefully plannedsubject matter!), as soon as they master the hierarchicaltaxonomy, which depends on the abilities of the groups– you’re ready to go!And finally, for all you Ofsted hoop jumpers outthere (I guess, we all fall into that category at somestage!) what better way to show real progress oflearning in your lessons than using SOLO Taxonomyand asking students to assess theirs and others learningthroughout the course of a lesson? If they started atprestructural (and many might if it’s a new conceptthey are learning) and then reach multistructural duringthe first part of the lesson it stands to reason they havelearnt more and progressed.You must try SOLO Taxonomy as a frequently usedpedagogical principal in your classroom, I guaranteeyour students will have a much better understanding ofhow well they are learning. Even more importantly theywill be able to know how to reach deep and profoundlearning.Tait Coles is Assistant Principal for Learning atTemple Moor High School, Leeds.Knowledge trails1) Taxonomy heaven – Research oneverything you ever wanted to know abouttaxonomies of thinking skills2) LogoVisual Thinking – According toLVT our understanding is increased by: (a)Exploring connections and revealing patterns(b) Visible and moveable ideas (c) Reviewingand refining understanding throughexpression. So, do teachers value this?Articles available in Creative Teachingand Learning on the Professional LearningCommunity (acess by subscription)1) You’ve got to be Kidding? – Debra Kiddgives her opinion on the controversial topicsof the moment: Ofsted and the obsession withlearning objectives.(from SLT 4.1 – need link; not uploaded)Recognised as the most cutting edgecurriculum magazine in the country,Creative Teaching and Learninginvestigates innovations in thecurriculum, exploring how thinkingskills approaches can be embeddedwithin learning environments throughsubject and project-based teaching.Teachers at all levels will benefi t from shared bestpractice, expert advice to make learning more imaginativeand inspiring, and project resource plans in every issue,giving project work more pedagogic depth.CreativeTeaching & LearningRecent Creative Teaching and Learning articles have included:• Drama and Proud!• Hands up, hands down! Who thinks they can teach music?• I want to tell you a story• Excitement in ScienceRecent Cross-curriculum project plans:• Ocean environments• Making your own countryUp and coming:• Cross-curriculum project plan: Contemporary SlaveryA comprehensive and thought-provoking resource plan for use in theclassroom with key stages 2 & 3.To subscribe to Creative Teaching & Learning:Call the Subscriptions Orderline 0121 224 7578 or email sandie@imaginativeminds.co.ukSubscribe online at: http://www.teachingtimes.com/publications/creative-teaching-and-learning.htmFurther informationMore information of my SOLO Taxonomyadventures and other learning exploits can befound on my blog http://taitcoles.wordpress.com/ and please feel free to follow my onTwitter @Totallywired77http://library.teachingtimes.com/articles/taxonomyheaven.htmhttp://library.teachingtimes.com/articles/logo-visual-thinking.htmhttp://taitcoles.wordpress.com/http://taitcoles.wordpress.com/http://taitcoles.wordpress.com/http://taitcoles.wordpress.com/http://taitcoles.wordpress.com/http://taitcoles.wordpress.com/"
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Leadership

Navigating the learning journey

30 Oct 2012

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      string(3682) "neighbours.32 If you were caught reading an ‘undesirable’ book you could get into serious trouble. You might have to be re-educated.33 Refusing to join the Hitler youth movements was against the law. All other youth groups had been disbanded. It was dangerous to rebel. (Swing Kids case study)34 In November 1938 Kristallnacht took place. Jewish shops and businesses were attacked and looted. Windows were smashed and anti – Jewish slogans were painted on doors and walls.35 If the baker was Jewish then the shop would be closed, as Jewish people were no longer allowed to run businesses. 79Teaching Thinking&Creativity  Vol 9:3www.teachingtimes.co.uk   Understanding the Holocaust36 Mum was trying to keep you out of trouble. Students found with political pamphlets were treated as traitors, arrested, imprisoned and sometimes executed. (White Rose case study)37 Sales of high quality goods took place in German towns. Many of the items sold had once belonged to Jewish people, including those who died in the death camps.  Did the people buying the items know this?38 Your Mum would be breaking the law if she used a Jewish dressmaker.  She would have to visit in secret.39 Jewish people were used as slave labour in factories and companies throughout Europe.40 Jewish people disappeared from schools and work places across Europe. They were deported to camps. Other opponents of the Nazi regime also vanished and many camps contained political prisoners. They travelled by rail.42 When a Jewish family was sent to a ghetto or a camp  items from their household could be sold to members of the public.43 The rail network was very busy when people targeted by the Nazis were transported to camps. The existing rail companies ran the trains and existing railway workers drove them.44 Dad must have done something to please the Nazi authorities or perhaps there was more chance for promotion, as all Jewish people and others who opposed the Nazis were removed from the company.46 Valuable works of art were stolen from Jewish people. Some of these are still missing or have reappeared in museums and art galleries.47 This might be dangerous.  If you liked modern music you would have to be careful. If you made fun of the Nazis whilst you were enjoying the concert you would be in serious trouble.  (Swing Kids case study)48 But who lived in the house before you and why was it empty?  When Jewish people were deported their neighbours moved into their houses.49 Congratulations? Some people prospered under Nazi rule but at what price? We should ask lots of questions about their actions. Who was suffering whilst they did well?  Did they notice?  Did they care? Who chose to do nothing whilst others became victims of Nazi hatred? In what ways did people Stand up to Hatred?Information Overload?Do you find that there is not enough time inthe day to keep up with new developmentsand key issues?Help is at had when you subscribe toThe Leadership BriefingThe Leadership briefing provides you with:Essential summariesIn-depth reportsCritical analysisAll that is new and relevant to educationOriginal source documents to download or view on screenAll emailed to you weekly, whichmeans you can stay informed andsave you time.SuBScrIBe NOW to the on-line service now only £60 pacall 0121 224 7578 ref LBA09 or visit www.teachingtimes.co.ukrecent Leadership Briefings haveincluded:Establishing safe and responsible online behavioursEnding child poverty in a changing economyAn investigation of maintained schools with a non-faith foundationAccident prevention amongst childrenClosing the gender skills gapEvery child a reader ■■■■■■"
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Creative Teaching & Learning

Understanding the Holocaust

18 Jun 2009